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Text complexity impact on immediate recalls and range of metadiscourse markers remains a research niche due to the lack of multidisciplinary data necessary to shed light on the issue. The current study aims to identify effects of text complexity and Russian-English discourse differences on immediate text-based recalls relating to the amount and type of the information reproduced. For the research purposes we engaged 94 native Russian speakers as respondents in a text-retelling task to explore the amount of propositions recalled from an opinion article and the range of discourse markers employed. The reading text and text-based recalls were contrasted on informative and linguistic levels. The informative complexity of the reading text was evaluated on the basis of propositional analysis, and the linguistic complexity was carried out on the basis of descriptive parameters (word and sentence length, proportion of long words), readability index, word complexity and range of metadiscourse markers. The study revealed that the complexity level of the reading text is a strong predictor of propositional recall. The comparative analysis indicated a slight decrease in metrics of descriptive parameters. We also revealed that high ability readers make a choice in favor of superordinate propositions recalling about 60% of them and losing over 70% of the subordinate propositions. They also tend to shift the metadiscourse patterns of the original text from interactive to more logical ones by loosing hedges, emphatics and evidentials. The study furthers our understanding of cross-linguistic differences in the use of metadiscourse, its results will find application in discourse complexology and natural language processing.
Text complexity impact on immediate recalls and range of metadiscourse markers remains a research niche due to the lack of multidisciplinary data necessary to shed light on the issue. The current study aims to identify effects of text complexity and Russian-English discourse differences on immediate text-based recalls relating to the amount and type of the information reproduced. For the research purposes we engaged 94 native Russian speakers as respondents in a text-retelling task to explore the amount of propositions recalled from an opinion article and the range of discourse markers employed. The reading text and text-based recalls were contrasted on informative and linguistic levels. The informative complexity of the reading text was evaluated on the basis of propositional analysis, and the linguistic complexity was carried out on the basis of descriptive parameters (word and sentence length, proportion of long words), readability index, word complexity and range of metadiscourse markers. The study revealed that the complexity level of the reading text is a strong predictor of propositional recall. The comparative analysis indicated a slight decrease in metrics of descriptive parameters. We also revealed that high ability readers make a choice in favor of superordinate propositions recalling about 60% of them and losing over 70% of the subordinate propositions. They also tend to shift the metadiscourse patterns of the original text from interactive to more logical ones by loosing hedges, emphatics and evidentials. The study furthers our understanding of cross-linguistic differences in the use of metadiscourse, its results will find application in discourse complexology and natural language processing.
The article offers a concise summary of problems dealing with the multidisciplinary paradigm of modern cognitive linguistics research discussed at VI Firsova Readings “Modern Languages and Cultures: Varieties, Functions, Ideologies in a Cognitive Perspective” (19-21 October, 2023, RUDN University, Moscow). It highlights the most relevant issues which include linguistic means of conceptualization and categorization, critical and positive discourse analysis, environmental thinking, pragmatics of gestures, multimodality, cognitive perspectives of intercultural communication and translation studies, discourse markers taxonomy, IT and cognitive studies, transdisciplinary methods in the study of language and cognition, among others. We aim to illuminate the advantages of the cognitive paradigm and trace new directions in its development. The articles included in this Issue and authored by the conference participants illustrate a broad range of cognitive studies drawn on different methods and conducted on diverse datasets. They clearly demonstrate that the cognitive perspective enables scholars not only to present and describe the phenomena under study but also to offer explanations to the findings and trace correlation between language, cognition and communication. This article also discusses the prospects for further research in the area.
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